Xihe Zhu and Justin A. Haegele
The purpose of this study was to examine reactivity to accelerometer measurement in children with visual impairments (VI), their sighted siblings, and their parents. A sample of 66 participants (including 22 children with VI, 22 siblings, and 22 parents) completed a demographic survey and wore triaxial accelerometers for at least 4 consecutive days for 8 hr. An analysis of covariances with repeated measures was conducted, controlling for participant gender. Children with VI had 8.1% less moderate to vigorous physical activity time on Day 1 than Days 2–4 average. Their sighted siblings and parents had 7.8% and 7.1% more moderate to vigorous physical activity time on Day 1 than their Days 2–4 average, respectively. The reactivity percentage for parents and children without VI is consistent with existing literature. However, an inverse reactivity for children with VI was found, which is a unique contribution to the literature and will have implications for researchers using accelerometers for this population.
Kirsti Van Dornick and Nancy L.I. Spencer
The purpose of this study was to examine the classification experiences (perspectives and reflections) of paraswimmers. Classification provides a structure for parasport, with the goal of reducing the impact of impairment on the outcome of competition. Guided by interpretive description, nine paraswimmers ranging in swimming experience and sport class were interviewed. Reflective notes were also collected. Transcribed interviews were analyzed inductively, followed by a deductive analysis using Nordenfelt’s dignity framework. Three themes represent the findings: access, diversity, and (un)certainty. Despite several positive experiences, paraswimmers also discussed inconsistencies in the process leading them to question competition fairness and classification accuracy. These findings suggest that continued efforts to improve the classification system are required. In addition, paraswimmers and their allies (e.g., coaches) require more information about the classification process to better understand the outcomes and to effectively advocate for their needs.
Soubhagyalaxmi Mohanty, Balaram Pradhan and Alex Hankey
Physical activities provide fundamental benefits to children’s health and well-being. They are vital for development and healthy life, but participation of children with visual impairment is limited. Herein, the authors report results of a 16-wk yoga program, evaluating its effects on physical fitness in children with visual impairment. Eighty-three children age 9–16 years (12.37 ± 2.19) participated in a 2-arm, single-blind wait-list-controlled study at a residential school in south India. Participants (yoga group 41, controls 42) were assessed on muscle strength, flexibility, endurance, coordination, and respiratory health. Significant improvements in physical fitness were observed after the yoga intervention (Group × Time interactions for right-hand grip strength, p < .001; sit-up, p < .001; sit and reach, p < .001; bilateral plate tapping, p < .001; and peak expiratory flow rate, p < .001). Left-hand grip strength showed main effects of time, although there were no Group × Time interactions. Results demonstrate yoga’s ability to improve a wide range of physical variables in children with visual impairment.
Wesley J. Wilson and K. Andrew R. Richards
Occupational socialization theory has been used to understand the recruitment, education, and socialization of physical education teachers for nearly 40 yr. It has, however, only recently been applied to the study of adapted physical education teachers. The purpose of this descriptive case study was to understand the socialization of preservice teachers in an adapted physical education teacher education graduate-level program. Participants included 17 purposefully selected preservice teachers (5 male and 12 female) enrolled in a yearlong graduate-level adapted physical education teacher education program. Qualitative data were collected using interviews, reflective journaling, and field notes taken during teaching and coursework observations. Data analysis resulted in the construction of 3 themes: overcoming contextual challenges to meet learners’ needs, the importance of field-based teacher education, and coping with the challenges of marginalization. The discussion connects to and advances occupational socialization theory in adapted physical education and suggests that professional socialization may have a more profound influence on preservice adapted physical education teachers than on their physical education counterparts.
Bethany Wisthoff, Shannon Matheny, Aaron Struminger, Geoffrey Gustavsen, Joseph Glutting, Charles Swanik and Thomas W. Kaminski
Context: Lateral ankle sprains commonly occur in an athletic population and can lead to chronic ankle instability. Objective: To compare ankle strength measurements in athletes who have mechanical laxity and report functional instability after a history of unilateral ankle sprains. Design: Retrospective cohort. Setting: Athletic Training Research Lab. Participants: A total of 165 National Collegiate Athletic Association Division I athletes, 97 males and 68 females, with history of unilateral ankle sprains participated. Main Outcome Measures: Functional ankle instability was determined by Cumberland Ankle Instability Tool scores and mechanical ankle instability by the participant having both anterior and inversion/eversion laxity. Peak torque strength measures, concentric and eccentric, in 2 velocities were measured. Results: Of the 165 participants, 24 subjects had both anterior and inversion/eversion laxity and 74 self-reported functional ankle instability on their injured ankle. The mechanical ankle instability group presented with significantly lower plantar flexion concentric strength at 30°/s (139.7 [43.7] N·m) (P = .01) and eversion concentric strength at 120°/s (14.8 [5.3] N·m) (P = .03) than the contralateral, uninjured ankle (166.3 [56.8] N·m, 17.4 [6.2] N·m, respectively). Conclusion: College athletes who present with mechanical laxity on a previously injured ankle exhibit plantar flexion and eversion strength deficits between ankles.
Manoel E. Lixandrão, Hamilton Roschel, Carlos Ugrinowitsch, Maira Miquelini, Ieda F. Alvarez and Cleiton Augusto Libardi
Context: Given the comparable muscle hypertrophy constantly observed between blood-flow restriction exercise (BFR-RE) and conventional resistance exercise, understanding their particular rating of perceived exertion (RPE) and pain may help to better prescribe exercise at a low-discomfort level, thus increasing its feasibility. Design: Randomized crossover study. Objective: To compare the RPE and pain response between conventional high- (HI-RE) and low-intensity resistance exercise (LI-RE) protocols to failure with a nonmuscular failure LI-RE associated with BFR-RE. Participants: A total of 12 men (age: 20  y; body mass: 73.5  kg; height: 174  cm). Interventions: Four sets of 45° leg-press exercises in 3 different conditions: (1) BFR-RE (15 repetitions; 30% 1-repetition maximum), (2) HI-RE (80% 1-repetition maximum to muscular failure), and (3) LI-RE (30% 1-repetition maximum to muscular failure). Main Outcome Measures: RPE and pain were assessed immediately before exercise session and after the end of each of the 4 sets. Results: RPE and pain levels increased throughout the exercise sets for all RE protocols (all, Ps < .05). HI-RE and LI-RE protocols showed similar increase in RPE and pain levels during all exercise sets (P < .05); however, both protocols demonstrated higher RPE and pain response compared with BFR-RE after each of the 4 sets (all Ps < .05 between-group comparisons). Conclusions: Our results demonstrated that both HI-RE and LI-RE to muscular failure resulted in similar and significant increases in RPE and pain levels, regardless of exercise intensity. In addition, nonmuscular failure BFR-RE also increased RPE and pain response, however, to a lower extent compared with either HI-RE or LI-RE.
Robin S. Vealey, Nick Galli and Robert J. Harmison
In this commentary, we respond to Scherzer and Reel’s concerns over the Certified Mental Performance Consultant® (CMPC®) certification program requirements, particularly the certification exam. A reframing is suggested, in which the exam and recertification requirements are viewed as exciting historical milestones and an opportunity for individual professional growth as opposed to a personal inconvenience. In addition, some historical context and rationale for specific aspects of the CMPC certification program are provided, including the rationale for the CMPC credential.
Emily Kroshus, Sara P.D. Chrisman, David Coppel and Stanley Herring
This study sought to identify factors that influence whether coaches support athletes struggling with depression and anxiety. Participants were U.S. public high school coaches who completed a written survey assessing their experiences, attitudes, and behaviors related to student-athlete mental health (n = 190 coaches, 92% response rate). Around two-thirds of coaches were concerned about mental health issues among the students they coached. They were more likely to extend help to a struggling athlete if they were aware of their school’s mental health plan and had greater confidence related to helping, including feeling confident in their ability to identify symptoms of mental health disorders. Mental health professionals, including sport psychologists who work with or consult with coaches, are well positioned to help provide coaches with the education necessary to be able to support and encourage care seeking by athletes who are struggling with anxiety or depression.